Reexamining feedback in the context of different rhetorical patterns of writing

Harrasi, Kothar Talib Sulaiman Al

doi:10.1186/s40468-023-00216-6

Cited by 3 publications

(1 citation statement)

References 73 publications

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“…These scholars highlighted the need to research neglected areas such as teacher education, curriculum, designing learning objectives and the need for high-quality question papers to improve learning outcomes. Scholars such as AL Harrasi (2023), Alnasser (2022), Desrochers et al (2018) and Phoophuangpairoj and Pipattarasakul (2022) have concentrated on teacher-generated and computer-generated feedback to improve the quality of students’ writing. Other researchers have paid attention to incorporating innovative use of technology, for example, computational thinking (Peng et al , 2023), using collaborative automatic assessment systems (Zhang, 2022) and particle swarm optimization (Wang et al , 2022), using of Edmodo and Google Docs (Adhami and Taghizadeh, 2022), flipped classrooms with teacher-made video content and interactive writing group activities (Khojasteh et al , 2021).…”

Section: Quality Issues With Written English In Global and Indian Con...mentioning

confidence: 99%

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

Chavda,

Patel,

Bhatt

2023

QAE

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Purpose This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS). Design/methodology/approach Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency. Findings The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills. Practical implications This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes. Originality/value The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

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Section: Quality Issues With Written English In Global and Indian Con...mentioning

confidence: 99%

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

Chavda,

Patel,

Bhatt

2023

QAE

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Exploring the Effects of Written Corrective Feedback Types on Grammatical Accuracy in L2 Writing: Evidence From Ethiopian High School Students

Gebremariam

2024

Sage Open

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Although, written corrective feedback (hereafter referred to as CF) is applauded in many writing courses for fostering students’ quality writing, its impact on grammatical accuracy in L2 students’ writing remains a debated topic. Thus, this study looked into the effect of CF types on L2 students’ grammatical accuracy in writing. To achieve this objective, the design of this study was quasi-experiment. During the intervention of the study three groups: two experimental groups and one control group were participated with a total of 150 students. Over the intervention of 8 weeks, the students received pretest, immediate post-test and a delayed post-test was given. The data collected through the writing tests was analyzed using one-way ANOVA and Scheffe post hoc tests. The findings indicated that although CF types have positive effects during the immediate posttest scores, they did not have any positive effect on L2 students’ grammatical accuracy in writing context in the delayed posttest scores. This implies that CF alone is not sufficient for improving the grammatical accuracy of high school students in Ethiopia. Although the CF literature discussed its importance in the language acquisition, teachers are advised to focus on students’ additional exposures in writing accuracy rather than grammatical correction in their writing classes and use longer treatment to allow language learners’ engagement with the CF types provided.

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The differential role of AI-operated WCF in L2 students’ noticing of errors and its impact on writing scores

ElEbyary,

Shabara,

Boraie

2024

Lang Test Asia

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Despite the plethora of studies on the role of noticing in second language learning, little is known about the role of AI-operated feedback in noticing errors and uptake during and after writing. To address this gap, this study primarily aimed to investigate the impact of feedback modes and timing on L2 students’ noticing of errors and writing scores. In pursuit of this objective, a quasi-experimental design was adopted in which 75 university undergraduate EFL participants were randomly distributed into four groups representing four feedback conditions. These included receiving feedback (a) from Grammarly while composing, (b) from E-rater after composing, (c) from the teacher after composing, and (d) a no feedback condition. Three argumentative prompts taken from IELTS task 2 were used as writing tasks and Noticing Sheets (NSs) were employed in recording and analyzing participants’ noticing. The findings generally demonstrate that participants exhibited increased noticing with teacher input compared to AI-operated feedback from Grammarly and E-rater, yet they still noticed errors when using the AI systems during and after writing. The results also show that noticing occurred in all feedback conditions, including the fourth one which involved no feedback from any source. This suggests that feedback is not an absolute prerequisite for noticing, but the source and timing of such corrective feedback can influence students’ noticing focus and intensity. The study provides further insights into the role of noticing in L2 learning and offers practical implications for teachers seeking to optimize conventional and automated feedback strategies for enhanced language learning.

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Reexamining feedback in the context of different rhetorical patterns of writing

Cited by 3 publications

References 73 publications

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

Exploring the Effects of Written Corrective Feedback Types on Grammatical Accuracy in L2 Writing: Evidence From Ethiopian High School Students

The differential role of AI-operated WCF in L2 students’ noticing of errors and its impact on writing scores

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